ENGLISH @ PUNJAB CURRICULUM AND TEXTBOOK BOARD, LAHOREae Tee UL Unit — , Nt| Unit Title Commeratentsiort Nocabulary) Analyzing patterns of text 1 organization and arranging _| Use of thesaurus, paragraphs, Comprehension | Prefix and Suffix questions, ‘Comprehension questions | Meaning in context, 2 Root words, Sentences, Use of pronunciation key 3 Summarizing main idea of the | Explaining the phrases, Impact | text, Comprehension questions | Parts of speech Analyzing patterns of text a | Hazrat Asma [2*920ization, Comprehension | Contextual mearings, ; questions, Anaphoric and Use of dictionary (eine) | cataphoric references Review | Preparing presentation, Comprehension questions, , 5 Daffodils _| Figures of speech: simile, Synonyms, Connetations metaphor, imagery and personification the Quatd's Contextual meanings, 6 Comprehension questions | ¥Romyms and antonyms, rion ane Use of idioms, Denotation and connotation, Use of dictionary Sultan Ahmad Synonyms and antonyms, rehen . 7 Magid [Comprehension questions | yrorams ae stopping by [Comprehension questions, _ alliteration, magery. 8 | Woods ona |Inferential and textual Antonyms, Selection of Snowy Evening statements, paraphrasing suitable words Review IlTABLE OF CONTEN Oral er “cation | P29® Grammar Writing Skills | Communication No. Skills f appropri Adjectives, Conditionals: Type |, | Summary skills, Use of appropriate Correct form of verb Essay writing expression in ' discussion Modal Verbs, Exclamatory, Essay writing, 12 Assertive, Interrogative, Summary skills, Negative, and Imperative Dialogue writing sentences, Punctuation Change into nouns, Kinds of pronouns, Pronoun - Paragraph writing, To conduct and give antecedent, Subject-Verb Essay writing, Email shone twins. 21 agreement, Voice, Past indefinite | writing tense, Punctuation Abstract Noun, Articles, Summary skill, Writin Prepositions of Time, aor cer sketch [Phrases for greetings | 32 Punctuation Review | 46 Collective Noun, Prepositions of Express satisfaction Paraphrasing and place, Conjunctions, Rae ane soem {and dissatisfaction 50 Present and Past Participles 9 the pe politely Adverbs, Infinitives, Gerund, | sgh writing, Essa Conditionals: Type Il, Past ae 9: FS52Y | asking for directions | 62 Perfect Tense 9 Position of Adverbs, Degrees of Askand respond to \lverbs, Present Perfect Summary writing, wvesttone of sxcial B ‘ontinuous Tense, Use of “for” | Descriptive writing aes nd since” Summary writing Essay writing: a Adjective phrase, Adverb phrase Express refusal politely| 81 fective phase, p comparison and P politely contrast essay Review It 89BS ULE Unit aa - i Unit Title Comprehension Vocabulary lo. Comprehension questions, 9 | Allisnot Lost [Chronological arrangement of | Dictionary use, Idioms and phrases sentences Deducing the meaning of 10 | Drug Addi Comprehension questions unfamilay words, Cogeates vei Analyzing cause and effect, Noise in the " i relationship, Comprehension _| Synonyms, Root words Environment {eens ynonyt Comprehension questions Three Days to Dictionary use, Meaning in 2 See. |Artanging paragraph details in | 2 ony USS 3 chronological order Sample Rubrics All rights are reserved with the Punjab Curriculum and Textbook Board, Lahore. No part of this book can be copied, translated, reproduced or used for| preparation of test papers, guide books and key notes. This book has been prepared according to the National Curriculum 2006 and the National Textbook & Learning Materials Policy 2007. Prepared by: The Punjab Curriculum and Textbook Board, Lahore Approved by the Punjab Curriculum Authority, Lahore vide NOC No. PCA/12/174 Dated: 07-12-12BS ULE Oral “cation | P29° Grammar 19 Skills | Communication F No. Skills Articles, Direct and Indirect Summary writing, Narration, Compound Prepositions, | Personal narrative 93 Past Perfect Continuous Tense writing Relative pronouns, Summary writing, 104 Adjective Clauses Essay writing Transitional Devices, Adverb Paragraph writing, Clauses, Dependent and Application writing, | Expressions of advice | 111 Independent Clauses Formal letter writing Conditionals, Simple, compound Paragraph writing, | To seek and offer and complex sentences, Dash and [Paragraph wing, | To see 123 hyphen Review It 134 ‘Sample Rubries 138 [AUTHORS [EDITOR [SUPERVISOR [Artist Ruhi Zaka Malik MA. English, B.Ed. Fatima Dar MA. English Language & Literature MA. Curriculum & Teaching, Columbia University, New York, USA Zarga Bashir M.A. English Language & Literature M.A. Teaching of English as a Foreign Language Safdir Hussain Director (Manuscripts| MA. English M.A. Education Dr. Mobeen Akhtar. Yusra Raees Composing & Layout Subject Specialist (English) Hafiz Inam-ul-Haq Aisha Waheed Muhammad Azam(Ee Textbook development process in the current scenario has made a concept shift and thus moved towards giving more updated information and knowledge in a balanced proportion. Knowledge has. been aligned with language skills and its appropriate usage in practical life This textbook has been developed by the Punjab Curriculum & Textbook Board in conformity with the guidelines provided by the National Curriculum 2006, It has been equipped with some qualitative ‘and quantitative measures and skills so as to learn English not as a tool of sophistication and _mannerism only but as a means of learning language for acauiring modern scientific knowledge and learning mechanisms. The contents in this book comprise various genres ie. poems, short stories, autobiographies and essays. The themes prompt the young minds for a critical analysis. The contents inthis book will surely arouse the students’ interest. Text based activities will certainly help enhance listening, speaking, reading and writing skill. The ethical and moral values have been taken special care throughout the book. Group based activities given atthe end of each unit will prepare the students for group discussions and presentations. Several open-ended questions and activities will encourage critical thinking and higher orderlearning skills. These activities wil help the students enhance their listening and speaking skills Suggested readings are given to arouse the interest of the students in self learning. Book reviews are included to improve writing skills and give the learners a fairly good idea of how to summarize a text Knowledge of grammar if practised thoroughly will equip the students to precisely assess writing errors. The grammar items and all difficult terms have been explained in easy and simple way for the better comprehension of the students. Contextual notes and glossary are vital parts of the book. The inclusion of mind maps is to make the text user friendly. The exercises throughout the book range from easy to difficult and general to specific, enable the students to recognize different kinds of narration. Writing activities target various forms of writing and give ample practise in achieving the desired writing sills Classroom activities and teaching materials should be a step forward to speak, read and write correct English, Great care is taken while formulating comprehension questions given at the end of each unit. The given questions will enable the teachers to assess the students' level of comprehension, and concept development. Poetry which is said to be the most magical of literature can help considerably in encouraging richness and creativity, The poems have been selected by acclaimed poets, which have a universal ‘appealand are cast n context that willbe easy for the students to assimilate Revision units are also given to reinforce the concepts and add to the students’ prior knowledge. These emphasize how to apply the grammar rules effectively and appropriately in academic and social context Instructions/Guidelines forthe Teachers. For the Teacher’ section will guide the teachers to use activities which establish appropriate background knowledge of topics under discussion, stimulate the students’ interest, and help in clarifying concepts. {An effort has been made to develop an interestin for the improvement will be appreciated useful and error free book. However, anyThe Saviour of Mankind emcee By the end of this unit students will: + learn the reading skill: skimming, scanning and summarizing + know and learn about the mission of the Rasoolullah ( 28 aAAs ) + learn how his teachings has changed the world ‘+ recognize and use adjectives in sentences + Use of thesaurus + utilze informational sources lke encyclopedias and internet eerie ‘+ Mention the condition of Arabia beforelsiam. ‘+ How did Islam change the lives of the people? ‘+ Who is the last Rasool of Allah Almighty? Le ead Conduct pre-reading activiy to arouse the students! curiosity about the life of the Rasoolullah (ise). + Make them predict about the textby looking at the title and the illustrationThe Saviour of Mankind @ Unit 1. Arabia is the land of unparalleled charm and beauty, with its trackless deserts of sand dunes in the dazzling rays of the tropical sun. Its starry sky has excited the imagination ofpoets and travellers. It was in this land that the (Where is Makkah Rasoolullah ( 2inasi00"¥8 ) was born, in the city of Makkah | Mukarraman Mukarramah, which is about fifty miles from the Red Sea. 2. The Arabs possessed a remarkable memory and were an eloquent people. Their eloquence and memory found expression in their poetry. Every year a fair was held for poetical competitions at Ukaz. It is narrated that Hammad said to Caliph Walid bin Yazid: “I can recite to you, for each letter of the alphabet, one hundred long poems, without taking into account short pieces, and all of that was composed exclusively by poets before the promulgation of Islam." It is no small wonder that Allah Almighty chose the Arabic language for His final hat type of competition was dispensation and the preservation of His Word. 3. In the fifth and sixth centuries, mankind stood on the verge of chaos. It seemed that the civilization which had taken four thousand years to grow had started crumbling. At this point in time, Allah Almighty raised a Rasool among themselves to lft the humanity from ignorance into the light of faith. 4. When Hazrat Muhammad (xo ie) was thirty-eight years of age, he (2E33.#3 42) spent most of his time in solitude and meditation. In the cave of Hira, he (isis ) used to retire with food and water and spend days and weeks in remembrance of Allah Almighty. overflowing with profound compassion for humanity, He ( 22acsuieés ) hada pressing urge to eradicate wrong beliefs, social evils, cruelty and injustice. The ‘ise fe) was to be bestowed with Nabuwat. One day, when he Spa*/¢ ) was in the cave of Hira, Hazrat Jibril (Gabriel) (2) came and conveyed to him ( 22-5:50e"7s) the following message of Allah Almighty: is) ee auc While-reading appropriate questions may be conducted, Guide the students to consult an atlas tolocate the Muslim world.Unit 1: The Saviour of Mankind @® HONE 6 BG Sr pais SOS SUSD| pebstyciagh Read in the name of thy Lord Who created; created man from a clot (of congealed blood): Read and thy Lord is most Bountiful, Who taught (the use of) the pen, taught man that which he knew not. (Quran, 96:1-5) 6. The revelation of the divine message which continued for the next twenty- three years had begun, and the Rasoolullah (223%.e'n) had arisen to proclaim the oneness of Allah (Tauheed) and the unity of mankind. His ( igasee\s ) mission was to destroy the nexus of superstition, ignorance, and disbelief, and set up a noble conception of life and lead mankind to the light of faith and divine bliss 7. Since this belief was threatening their dominance in the society, the pagan Arabs started to mount pressure on the Rasoolullah (28233:e44s ) and his followers. They wanted them to renounce their cause and take to idol- worshipping. On one occasion, they sent a delegation to the Rasoolullah’s Rasoolullah (22:e4fs ) from preaching Allah Almighty's message, or face their enmity. Finding himself in a dilemma, he sent for his nephew, and (Eze responded with these memorable words: “My dear uncle, if they put the sun in my right hand and the moo! in my left, even then | shall not abandon the proclamation of the Oneness of Allah (Tauheed). | shall set up the true faith upon the earth or perish in the attempt” 8. The Rasoolullah’s (24e\4e ) uncle was so impressed with his nephew's firm determination that he replied: “Son of my brother, go thy way; none will dare touch thee. | shall never forsake thee.” 9. And the Rasoolullah (22234244) did go the way Allah Almighty had chosen for him. Imbued with divine guidance and firm resolve, the Rasoolullah (2x55) encountered all the challenges with grace and dignity. Inno time Acct F he ( Zee4aes ) elevated man to the highest possible level in both spiritual@) Unit 1: The Saviour of Mankind and worldly domains. He (222.2445) was also a driving force behind the Arab conquests, which have created an everlasting impression on human history. No wonder, he (ZS4.e4AvaiiU) is universally acknowledged as the most influential figure in history. In the words of Michael Hart, a great historian: “Muhammad (Seti ), however, was responsible for both the theology of Islam and its main ethical and moral principles. In addition, he (825hue4s) played a key role in proselytizing the new faith, and in establishing the religious practices... In fact as the driving force behind the Arab conquests, he (22¢54se4e) may well rank as the mostinfluential political leader of all time .... The Arab conquests of the seventh century have continued to play an important role in the human history, down to the present day” 10.Such a thorough transformation of man and society owes to the Rasoolullah’s (2223594s ) deep faith in Allah Almighty to his (RE loveforhumanity, and to the nobility of his {ueii,0*149 character, Indeed, his ( E&Su 4s) life is a perfect model to follow. In reply toa question about the life of the Rasool <6), Hazrat Ayesha (ail) said: SaoAs ) morals and character are an embodiment of the Holy Quran” The final word about the saviour of mankind in the Holy Quranis: olsen 5¢ Sabi iets Sigs hee Sab 71) A Sigs isthe ) ! Surely, We have sent you ( 224 witness, and as a bearer of good news and as a warner. And as the one inviting to Allah by His permission, and as a light-giving torch. (Quran, 33:45-46) Hazrat Muhammad (2sissietisnett hosts), the last Rasool of Allah Almighty, has the greatest influence on the mankind. His ( H#¢4.24%v ) teachings and life are a source of ‘motivation and guidance for humanity,unparalleled dunes dazzling tropical eloquence promulgation dispensation verge chaos crumble solitude meditation compassion eradicate bestowed with proclaim pagan renounce demolish dilemma theology everlasting proselytizing transformation embodiment 1:_ The Saviour of Mankind unmatched sandy hills. extremely bright very hot fluent advent spreading of message edge confusion break into pieces the state of being alone thinking deeply in silence, especially for religious reasons strong feelings of sympathy for people| who are suffering and a desire to help| them remove to confer as a gift declare ‘a complicated series of connections between different things disbeliever to state publicly that you no longer have a particular belief destroy a difficult situation, forced to choose one of two alternatives religious beliefs, never-ending preaching complete change in somebody living example© Unit 1: The Saviour of Mankind ‘* Form groups and discuss the aspects of the life of the Rasool ( 24, sie related to justice and compassion. A. Reread pai graph 5 of the unit and identify the sentences showin: General statement Sometimes a topic sentence shows a general statement and supporting details are given as specificstatement. B. Answer the following questions. 1. What type of the land is Arabia? Why was the Holy Quran sent in Arabic? For which ability were the Arabs famous? ost What was the condition of mankind before the Rasool ( Why did the Rasool (2 ) stay in the cave of Hira? What was the first revelation? Why did the pagan Arabs threaten the Rasool's (Zi None wn uncle? 8 What did Hazrat Ayesha ({» ail x.) say about the life of the Rasool * Students should be asked to discuss how the teachings of the Rasool (2825 ssecife) can reform the present day society ‘+ Help students summarize the main points of the unit ‘+ Help students understand paragraph and its main components.Ul The Saviour of Mankind Poetry To predict the meanings of the words from the text, we have to read the context carefully. A. Write the contextual meanings of the following words. Then consult thesaurus to find out their synonyms. dazzling, imagination, remarkable, composed, preservation, bestowed, n, abandon message, supersti B. Match column A with B to find the meanings of the words. Column A Column B charm eliminate compose belief civilization write faith culture eradicate attraction eloquent to confer as a gift bestowed with fluent demolish preaching proselytizing destroy everlasting living example embodiment never-ending chaos edge verge confusion wonder pride dignity surprise + Help students use a thesaurus to locate the synonyms closest to the meanings of the given words in the context.© Unit The Saviour of Mankind Use the following words in sentences. century, conquest, influential, determination, delegation, quietly, urge, ignorance Affixation is a process of word formation by adding a prefix or suffix to a root word. + author co-author + necessary unnecessary + fair unfair + moral immoral + tie untie + danger endanger + conscious unconscious + fortune misfortune + kind kindness + care careless * postpone postponement + adjust adjustment * treat treatment + meaning meaningful + hard hardship + friend friendship + fond fondness + happy happiness + comfort comfortable D. Add appropriate prefixes or suffixes to the following root words to make other words. one, belief, parallel, justice, flinching, knowledge, construction * Help students understand the relationship of words and their meanings.Unit 1: The Saviour of Mankind @) Adjectives An adjective is a word that modifies the noun or pronoun. It describes or point out a person, place or thing, or to tell the number or quantity. e.g.,a famous poet Choose the correct adjectives. 1. Ashfaq Ahmad was a writer. a. famed b, famous <. famously d. infamous 2. Thisis avery seminar. a. information b. informed . informative d, informing 3. My mother becomes if | get home late. a. anxiety b. anxious c anxieties d. anxiously 4, Itis to get the correct information from the university office. a. advisable b. advisible advising d. advised 5. Whois for this chaos? a. responding b. responsible responsive d, responded B. Find out ten adjectives from the unit and use them in sentences. 9 nnn + Help students find outthe adjectives.(49) Unit 1: The Saviour of Mankind Conditionals: Type | (Open condition) Conditionals of this type tell us that something will happen if a certain conditionis fulfilled. The condition may ormay not be fulfilled. Example If they arrive late, they will miss the bus. €. Complete the sentences using the given verbs. hurry, give, invite , sell, inform, go, win, help, allow, play 1. Iflsee Aslam, I'll____ him to dinner tomorrow. 2. Ifl___ out, I'll turn off the TV. 3. Ifyou___ tricks on people, they will not trust you again. 4. If the farmer, all his kiwi-fruit in the market, he will be very pleased. 5. I'll____you with your homework if | can. 6. I'll_____ you ride my bike if you like. 7. Will you____ this basket to Auntie Sophie if you see her? 8 Ifwe____, we'll catch the bus 9. Will you____ me, if you're going to be late? 10. |fheworkshard, hewill____the competition. D. Put the suitable verbs in the given blanks. 1 living in this house since 1970. (has been, have been, was, will be) For the Teacher: + Help students recognize the structure and use of conditional typeThe Saviour of Mankind @) 2. He. here yesterday. {has come, came, will come, come) 3. If you____, | shall beavailable (will come, come, have come, came) 4. He. take the examination next year. (will have, will, will be, shall) 5. He. tous tomorrow. (comes, will come, came, had come) EEA. A. Summarize paragraph 2 of the unit in three to four sentences. B. Write an essay on ‘The Kindness of the Rasool (2 (170 - 200 words) Carne A. Ask the students to make groups and discuss the social evils present in the society along with their remedial measures. + Illustrate the use of tenses learnt earlier. Guide the students to write the summary of the passage in their own words highlighting main points. + Help students use appropriate expressions in the discussion,(em kee By the end of this unit students will: + knowthe meaning of patriotism + recognize the author's point of view + comprehend the basic themes in the text + know the use of dictionary + identify the kinds of sentencesand their use + guess the contextual meanings of the words Patriotism oor ‘+ Inyour opinion whoisa patriot? ‘+ Canyougive an example of patriotism? + _ What qualities do patriots have? Aes * Conduct pre-reading activity to arouse the students’ interest in the topic. + Make them predict the contents of the textUnit 2: Patriotism 3) 1. Patriotism means love for the motherland or devotion to one's country. A patriot loves his country and is willing to sacrifice when the need arises. The word patriot comes from the Latin word ‘patriota’ which means countryman. It is considered a commendable quality. 2. Patriotism gives people the strength and courage to safeguard the interest of the country and nation. For a patriot the sovereignty, integrity and honour of the country are of supreme values on which no compromise can be made. Patriots render sacrifice for the preservation and protection of these values. 3. Quaid-e-Azam Muhammad Ali Jinnah was a nation builder and a great patriot. He wanted to protect the values, culture, and traditions of the Muslims of the subcontinent. He gave the (who led the Muslims of thel Muslims a sense of identity by securing a |subcontinentin ther struggle for separate homeland for them. He said: leseparate homeland? “We must develop a sense of patriotism which galvanizes sall into one united and strong nation.” 4, The spirit of patriotism makes us stay alert in case of foreign invasion. In the history of Pakistan there are many instances when people laid down their lives for the defence of the country. In the wars of 1965, 1971 and the Kargil War, many brave soldiers gave their lives in an attempt to protect the homeland. Naik Saif Ali Janjua *(awarded Hilal-e-Kashmir - an equivalent to Nishan-e- Haider), Captain Muhammad Sarwar, Major Tufail Muhammad, Major Raja Aziz Bhatti, Pilot Officer Rashid Minhas, Major Shabbir Sharif, Sowar Muhammad Hussain, Major Muhammad Akram, Lance Naik Muhammad Mahfuz, Havildar Lalak Jan, Captain Karnal Sher Khan - all embraced martyrdom while fighting bravely for their motherland. All of them were awarded Nishan-e-Haider, the highest military award given to great patriots who lay down their lives forthe country. () For the Teacher: + While-reading activities may be conducted to help the students interact with the text. ‘+ Share with the students the importance of the Pakistan Movement.Unit Patriotism 5. Patriotism, therefore, is not just a feeling, itis a live spirit that continuously inspires and guides a nation. In the words of S.W. Scott, a man devoid of patriotic spirit is like the one who “Breathes there the man with soul so dead Who never to himself hath said, This is my own, my native land.” The unitis about the spirit of patriotism, Ittells about the qualities of a patriot and how patriots lookafter the interest and progress of their country. g eee Discussin detail about patriotism. Give examples from history about patriots. ‘Ask students to exchange views about the interests of the country and responsibilities, ofacitizen,Unit 2: Patriotism G3) devotion loyalty admirable commendable supreme highest in status value worth native from one’s motherland Form five groups. Each group takes the responsibility to read and note details about the life of those soldiers who embraced martyrdom while fighting for their country. Visit the library or Use the internet to research for the required details. Inthe class, A. Answer the following questions. iscuss your findings with your classfellows. 1. Howwill you define patriotism? 2. What are the qualities of a patriot? 3. Asa citizen of Pakistan what are your duties towards your country? 4, What makes us stay alert in the wake of foreign invasion? 5. Elaborate the given quote of Quaid-e-Azam Muhammad Ali Jinnah. “We must develop a sense of patriotism which galvanizes us all into one united and strong nation.” © Ask students to discuss in detail the life of great soldiers.© Wee A. Write the contextual and dictionary meanings of the following words. No. Words Contextual meanings Dictionary meanings 1 conservation 2. instance 3. | fidelity 4. shield 5. reward B. Make as many words as you can from these root words. An example is given for each root word. oo Oo} C. Use the following words in sentences. sacrifice commendable prosperity invasion motherland responsible nationalismUnit 2: Patriotism @) pita Le asd Pronunciation key “The Bilis pronunciations given are ‘Possible the most general (not associated with these of younger speakers of Genera British, any particlar region) If here sa diference ‘This includes RP (Received Pronunciation) between British and Americen promuncistions and a range of similar accents whic ‘fa word, the Britsh one is given fist, ith a not stony regional. The American [NAmE before the Americen pronuncalon. pronunciation chosen are als as for a3 Consonants Vowels and diphthongs open penis see it seek & bad hed! = 200 law! T happy / hep tte ttiyf shoo bit is 4 did Hdd? vision ign fe ten sen! koa tke sh hat that eat fe get eel = mman men! a: father 1 08960) if chain fem’ now na > got igo (Brtsh English dsjamidgem) sings)! 2: Saw ffall ffs leg Meg) put ivan’ or red 1 actual fm! j yes ew feo isl w et ed Yew efor ‘This symbol (indicates that British pronusciation 3 ghout will have ony ifa vowel sound follows dietly gy say atthe beginning ofthe next word, asia faraway; 39 gogo (British Englishy otherwise the eis omitted. For American English gy pure jpjuat?)/ all hei! sounds shouldbe pronounced. my im atboy —/bo1/ in! reprosents a ficatve sound as in lox for aynow nau Scottish loch, trish lough. near jima(/—(Brsh English) eehuir —fheot/ (British English) A. Give pronunciations of the following words with the help of pronunciation key in your dictionary. patriot, sacrifice, identity, strength, instances, foreign, concerns aes + Help students identify the pronunciations of the words with the help of pronunciation key given in their dictionaries. + Give them good practice in pronouncing words correctly using pronunciation key.Unit 2: Patri Modal Verbs Modal Verbs combine with other verbs to form compound verbs. Modal verbs and their functions Modal Verbs Functions can, could, may, might, would to indicate possibility can, will, could, would to indicate ability must, will, shall to indicate certainty might, should, ought to indicate probability can, could, may to indicate permission should, must, need, ought to to indicate obligation used to to indicate a past habit Examples: = May lask youa few questions? = Canyou swim? = You should keep your promise. = Weoughtto help him g fee ‘+ Illustrate the use and function of modal verbs. ‘+ Help students identify kinds of sentences and (permission) ability) (duty or obligation) (moral obligation) theiruse,Unit 2: Patriotism Gs) A. Use appropriate modalsto: g 1. describe your three abilities and capacities 2. ask teacher's permission for going out 3. aska friend to lend youa book 4. express necessity to get up early 5. express duty/obligation to follow traffic rules 6. share some past habit Identify the kinds of the following sentences. (exclamatory, assertive, interrogative, negative, imperative) 1. Artisanother subject in which | am particularly interested 2. Whata beautiful painting! 3. Teach himtoleam. 4. How would | know? 5. She did not make a false statement. Punctuate the follo 9. quaid-e-azam was a nation builder and a great patriot he wanted to protect the values culture and traditions of the muslims of the subcontinent he gave the muslims a sense of identity by securing a separate homeland for them SS“) For the Teacher: ‘= Help students punctuate the paragraph accurately.Unit 2: Patriotism ‘Summarize paragraph 4 of the unit in three to four sentences. Summarize the unit in your own words. Which steps should we take to make our nation patriotic? Write an essay on any one of our national heroes. (170-200 words) Write a short dialogue between a political activist and a teenager in which the political activist tries to make the teenager understand the importance of patriotism. See Guide students to write an essay on “The Role of a Teacher in Character Bui by explaining to them the following qualities of essay writing. Write an introductory paragraph aiming at arresting interest of the reader. Use a separate paragraph for each key idea in the body of the essay. Include evidence (facts, quotations, etc), examples (analogy, anecdotes, etc), or different views (elaborating an idea/opinion) to support each key idea ‘Add a closing or summary paragraph with a synthesis of central idea, syntheses of each supporting idea, and a general concluding statement, Use correct conventions of grammar and punctuation. Make a proper choice of vocabulary. Write in simple, concise, clear, compact, direct and natural style. To assess ‘wri ing skills’ sample rubrics givenat the end of the book.Media and Its Impact [kone By the end of this unit students will: know the role and impact of media on society conduct and write an interview illustrate the use of pronounslearnt earlier identify subject-verb agreement read and write simple e-mails eerie ‘= How does media bring people closer? = Doyou know the difference between an electronic media and a print media? = Doyou like reading newspapers? Which is your favourite newspaper? Climate change will cut fresh water availability: scientist epi ara nyt moral + Discuss in detail the widespread role of media in the current scenario, its uses and abuses + Conduct pre-reading activities to activate students’ prior knowledge and interest in the| topic.@ Unit 3: Media and Its Impact Miss Ayesha is the favourite teacher of class IX.The students eagerly attend her class. Miss Ayesha enters the classroom with her usual smile, greets the students and takes the roll-call. Itis their tutorial day. The students are all geared up. They know what is about to come and they are prepared forit. “Shall we start?", she asks politely. Guess the meaning of tutorial "Yes", the students nod. Teacher: Students: Student 1 Teacher: Student 1: Teacher: OK, as we have decided earlier, the topic for today's discussion is “The Role of Media and Its Impact’. To start mode of communication. It shares news and information with the people. Sometimes media spreads false news but generally it |, let me state clearly that media is the most powerful informs us about the facts around us. Doyouagree? Yes, we do. What type of information does media provide? I would like to add a bit more to it. Yes, sure! Media helps people to share knowledge of the world. Their feelings and opinions are expressed through it. Media attracts the attention of a very large audience. Have you noticed that the first thing we do soon after entering the house is to switch on the television? There is no doubt about it. S toe * While-reading activities may be conducted to interact with the text. More while-| reading questions may also be asked.Unit 3: Media and Its Impact @) Student 2: Teacher: Student 3: Teacher: Student 4: Teacher: Student 5: Teacher: Student 6: Teacher: Let me say that media has become a part of our life. It not only informs us but also entertains us. Absolutely right. Well, do you have any idea about the two major means of communication? There are two means of communication, electronic media and print media. The media includes film, radio, television, internet, books, magazines and newspapers. It provides us information as well as entertainment. Good! It's through media that the world has become a global village. There is coverage of all the important events of the world ‘on television. We can have an easy access to all kinds of information through media. Can we say that the world is just a click away? May be, well, would any other student like to say something on it? (Miss Ayesha points to the student sitting at the end.) Madam, in my opinion, media plays a very constructive role for the society. It raises awareness about many social issues like corruption, terrorism, drug addiction, and violation of human rights, Yes, youare right. Media has also become a mouth piece ofthe downtrodden. Which is your fovourite TV Yes, well said. It would not be wrong to | Prostamme? Why? say that media is the most vigilant institution that keeps an eye on every segment of the society. Through debates, reports and talk shows it makes everyone answerable and accountable. That is why media has become an integral part of our lives. Now, | would invite one of you to sum up the discussionMedia and Its Impact @) Unit Student 1: I would conclude the discussion by saying that media can play a positive role and has a corrective impact ifit works honestly. Teacher: Good conclusion. | am happy that all of you have participated in this discussion and have expressed yourselves very well. (The bell rings, Miss Ayesha says goodbye to the class and leaves.) ve The theme of the unit is to highlight the role and impact of media, It tells that media can mould the opinion and mind set of people. Ithas a deep impact on the lives of people. Media has turned the world into aglobal village (Ge) impact effect eager keen desire gearedup ready integral essential entertain amuse Cre Form groups and discuss the following. 1. Howimportantis media in our lives? 2. Whatis the negative influence of media? 3. IsTVtaking away the habit of reading? How? 4. Why should the government puta check on media? ROCs + Guide students to present and explain their views clearly. Also help them support or modify their opinions with reasons. ‘+ Help them summarize the main points of the discussion for the benefit of the whole group.Unit 3: Media and Its Impact @) ‘Summarize the major points of the unitin the given mind map. The Role of Media and Its Impact B. Answer the following questions. 1. Whatis the most important function that media performs? 2. What are the two major means of communication? Give three examples for each. 3. How does media provide entertainment? 4, What happens when medias allowed to play its role unchecked? 5. Give three reasons in support of your favourite TV programme €. Locate some books in your school library and write their titles in alphabetical order. eu ‘+ Help students understand card catalogue, * Locate and use the card catalogue. + Identify three kinds of catalogue cards i. author card, title card and subject card. * Use caseand shelf labels in the library. + Usethe reference section in the library.@) Unit 3: Media and Its Impact Weer A. Explain the following phrases as used in the text. geared up, global village, a click away, constructive role, raise awareness, to keep an eye, amouth piece of the downtrodden B. Put these words in relevant columns to identify the part of speech these words belong to. media audience means eagerly global corrective communication information impact constructive false loudly Nouns Adject Adverbs A. Change the following words into nouns. Fill in the blanks with nouns. save, excited, devastating, active, helpless, hopeless , able, justify 1. Doctorsare concerned with of the patients. 2. Inastate of she cried loudly. 3. Floods often cause large scale 4. Positive will keep you healthy. 5. Her was quite obvious. 6. Shewasina state of . 7. Shehasthe required for the job. 8 Haveyouany of this act?Unit 3: Media and Its Impact @) B. Identify personal, possessive, reflexive and indefinite pronouns. 1. Thisismy book. 2. Salmanis absent because hes ill 3. Youwill hurtyourself. 4, Nobody was thereto rescue the child. C. Identify pronoun errors and rewrite the following sentences correctly. 1. Media plays a very constructive role for the society. They raises awareness about many social issues like corruption, terrorism, drug addiction and violation of human rights. 2. My would conclude the discussion by saying that media plays a positive role and has a corrective impact if they works honestly. 3. Good, very well concluded. lam happy that all of yours have participated inthis discussion and have expressed himselt very well. D. Complete the sentences choosing the right options. 1. Media avery constructive role for the society. (play/plays) 2. Media also become a mouth piece of the downtrodden. (has/have) g) aes ‘+ Help students understand thata word that is used instead of a nouns called a pronoun. Revise kinds of pronouns + Revise and explain the concept of pronoun antecedent. A pronoun always agrees with itsantecedent. Subject-Verb agreement + Revise and explain Subject-Verb agreement that verb must agree with its subject in number and person. Le, a singular subject takes a singular verb and a plural subject takes plural verb. For example She takes after her mother. Teachers are respected everywhere. Two and two make four.@ Unit 3. lamhappy thatall of you expressed yourselves very well (have/has) : Media and Its Impact 4, Their feelings and opinions expressed throught. (is/are) 5. Film, radio, television, the internet, books, magazines and newspapers us information as well as entertainment. (provides/provide) E. Change the voice. Example: + Alieatsanapple. + Anappleis eaten by All 1. Media helps people to share knowledge. 2. Their feelings and opinions are expressed through it. 3. Media attracts the attention of avery large audience 4, After entering the house we switch on the television. 5. Itnot only informs us but also entertains us. F. Change the paragraph into Past Indefinite Tense. Media helps people to share knowledge of the world. Their feelings and opinions are expressed through it. Media attracts the attention of a very large audience. Have you noticed that the first thing we do soon after entering the house is to switch on the television? G. Punctuate the following. there are two means of communication electronic media and print media the media includes film radio television internet books magazines and newspapers it provides us information as well as entertainment g mace + Help students revise the rules to change the voice. «+ Illustrate the rules and use of Present and Past indefinite Tense.Unit 3: Media and Its Impact @) A. Write a paragraph on “Uses and Abuses of Internet/Mobile Phones”. B. Write an essay on “Advantages and Disadvantages of Television”, using the given mind map. (Word limit 170 - 200) Introductory Paragraph Introduction to the topic Present advantages of television Body Paragraph Body Paragraph Concluding Paragraph Sum up and make final comparison and contrasts Writing e-mails The format is the same as for fax and memo. You do not necessarily have to write Dear Sir/Madam/Mr. to begin it or use a particular formula at the end. You can just sign your name. E-mails between friends and colleagues are usually informal in style,: Media and Its Impact 2) Unit Sample e-mail F Bile Edt Yew Insert Format Tos Table Window Help (Po ag for help ile [gerd | Accouts = GN By | 18) eo) orton... (To... abc123@yahoo.com Role of Media Ditech os Adobe PF jh i Ba) Assalam-o-Alaikum ‘Today | am sharing with you my concern about the role of media in society. It is causing ‘negative as well as positive influence on people... - 7 ~ .~ BODY OF THE E-MAIL. - Expecting your views in response... Anas Ali aol €. Write an e-mail to your friend telling him about sports event held in yourschool.Unit 3: Media and Its Impact 6) CoE ec Lc Led Interview 1. How did you first enter that field? 2. How has your job specification changed since you began your career? 3. What are the emerging trends that your are observing in your field? (You can prepare more questions) S z2 S 8 ees g cs 33 Be 223 3 ge 22 5s gee 3 2S g£ gsHazrat Asma(-% duals en kus By the end of this unit students will: + know about thelife of Hazrat Asma (w*3suiy?) + know, how the Muslim women served the cause of slam, + know, how the Muslim women kept up their integrity in the times of hardship + learnabout the traits of honesty, truthfulness, valourand generosity + learnabout the use of punctuation marks + recognize prepositions of time + know about the essentials of paragraph writing * Who accompanied the Rasoolullah -S\'ta.iue in this journey? + Have you ever heard of the role of a Muslim womanin this venture? ees Help the students to use pre-reading strategies to predict the content of the text from] thetitle and the illustration, * Conduct pre-reading activities to arouse the students’ interest in the role of the Muslim] women forthe cause of islam.Unit 4: Hazrat Asma (Usui) 1. The Rasoolullah Zit tauss and his close companion, Hazrat Abu Bakr Siddique(s+Jsui*), migrated from Makkah Mukarramah to Madinah Munawwarah in the year 622 A.D. When the chiefs of various tribes of Makkah Mukarramah came to know about the migration of the Rasoolullah J ones they got furious. The chiefs were determined more than ever to find them St8% and his close companion, Hazrat Abu Bakr Siddique (2deuh%), out. They offered huge rewards and bounties for their capture, dead or alive. 2. The preparation for this journey was made at the house of Hazrat ‘Abu Bakr Siddique (-d#diu) , Hazrat Asma (e*iuatu*) rendered useful services in this regard. She prepared food for this journey. She tied the food on the camel back with her own belt as nothing else could be found. For this service she was given the tile of Zaat-un-Niteqain by the Rasoolullah inssig SRE, 3. During the perilous journey, it was very difficult for anyone to supply food to Hazrat Muhammad #3s7esust is, The situation was so delicate that the slightest mistake could have endangered the life of the Rasoolullah Zsa, This grand task was nicely undertaken by Hazrat Asthma (¥J#ui%) , the daughter of Hazrat Abu Bakr Siddique (2+Ssidiu#) . Every night, with the pack of food, she would quietly venture towards the rugged mountains in which lay the cave of Thawr. She took care of the minute details in accomplishing the task. How difficult it must have been for her to traverse the rocky path at night, with the constant fear of being detected! 4, Onthe night of the migration, a tribal chief of the disbelievers, Abu Jehl, in a fit of fury headed towards Hazrat Abu Bakr Siddique's (J#diu*) home. He began to knock While-reading activities may be conducted to interact with the text. More while-reading questions may also be asked. + Explain to them the title ‘Zaat-un-Nitagain’(.2s12.5) given to Hazrat Asma(a*de the Rasoolullah fabs ) by|@) Unit 4: Hazrat Asma (oJedi%) at the door violently. Addressing Hazrat Asma (“Judy , he demanded, “Where is your father?" She politely replied, "How would | know?" This response shows the wisdom and courage of Hazrat Asma(“ui%). She didn't make a statement that would give him a clue. She simply posed a counter question that infuriated Abu Jehl. He slapped Hazrat Asma’s (W'Jsdn.%) face so hard that her ear-ring fell off but she remained (ry was Abusenl furious? steadfast and did not reveal the secret. 5. Her grandfather, Hazrat Abu Quhafaa (.»jvidiy%) was a disbeliever at that time. He was very old and had become blind. He said to her, "Asma, | think Abu Bakr has taken all the wealth, leaving you and children empty-handed and helpless." At this, she instantly ran to a corner of the home. She gathered some pebbles and put them at the place where her father used to keep his money and jewels. She covered it with a piece of cloth. "Come grandfather, look! he has left all this for us." He touched the cloth and thought it was full of gold and jewels. His concern was alleviated and he felt relieved to know that Abu Bakr Siddique ( 2-Jié.ius4) had leftall his wealth at home. 6. Hazrat Asma (Udi who accepted Islam. She was the daughter of Hazral Abu Bakr Siddique (2»Jvuinu#) and the stepsister of Hazrat Ayesha Siddiqua (¥"di.%). She was the wife of Hazrat Zubair bin 1%) was amongst the early few al-Awwam ( sJuiadiy%) and the mother of Hazrat Abdullah bin Zubair(»Js.in#). She died at the ripe old age of about a hundred years. Hazrat Abdullah bin Zubair (=+Jsiuiy#) used to say that he had not seen anybody more generous and open hearted than his aunt Hazrat Ayesha (Note the sequence of events (432i) and his mother, Hazrat Asma (dei?) was] in the text. Classify and organize the main traits of So generous that she sold her inherited garden | jjazrat Asma(eicix’), g eee + Ask the students to classify their knowledge about Hazrat Asma (s“isiin*) with the| headings of age, family and personality traits. + Make students locate phrases and idioms in the text and theirusage.Unit 4: Hazrat Asma (a2) @) and gave away all the money to the poor and the needy. Nobody ever returned empty-handed from her doorstep. 7. Hazrat Asma (-"3sibu*) will always be remembered for her courage, generosity and wisdom, She had resolute faith in Allah Almighty. Her life would always be abeacon of ight forall of us. The theme of the unit is to appreciate the integrity and valour of Hazart Asma (ain?) for ‘the cause of Islam. She is the role model for the Muslim Ummah due to her modesty, truthfulness, honesty, piety, bravery and generosity perilous dangerous venture undertake furiously angrily refuge place ofsafety instantly immediately constant regular detect tofind out ripe mature reveal show@) Unit 4: Hazrat Asma (“Jeai*) Oral Activity: Answer the following questions orally. + Discuss the salient features ofthe personality of Hazrat Asma (o"3uh?) * Name some prominent women in today’s world. Share their achievements. © What contribution canwomen make to the society in Pakistan? Arrange a group discussion to comprehend the following statements. © "Abu Bakr Siddique (2*Jiuiy%) must have taken all the wealth leaving you and children behind empty-handed” + “This grand taskwas nicely undertaken by Hazrat Asma (visi*) EUG uncut Stress Read the words carefully and note the stressed and unstressed syllablesin them HUSband aBOUT aRRIVE reMARkable imPORtant phoTOgraphy Inadictionary the mark /'/shows the main stress ina word. Intonation: The rise and fall of the voice in speakingis intonation, ‘The words thatare in bold show the intonation pattern 1. Doyoulikeit? 2. Doyou like it? 3. Doyoulike it? 4. Doyoulike it? A. Find thestress words in the following paragraph. The preparation for this journey was made at the house of Hazrat Abu Bakr Siddique (dei) . Hazrat Asma (visu) rendered useful services in this regard. She prepared food for this journey. She tied the food on the camel back with her own belt as nothing else could be found. For this service she 7 Deseo hs was given the title of Zaat-un-Nitaqain by the Rasoolullah 25 ees ‘= Help students understand the stress in words and sentences. Ask them to rewrite above words with stress marks as given in the dictionary. ‘= Explain to them how shiftin intonation within a sentence changes its meaning, ‘= Help them summarize the main points of the discussion for the benefit of the whole| group,Unit 4: Hazrat Asma (Wis.in*) @) Sees vide words il wih pean; (nym) pole atm ste poten or jena Sd, eel irae ‘Srumoe« "agecine (ao palm ed tor elie is noun Polically odreeb in 3 pola way at wet rote pra) Pinal Cre eg pa SIE Sit sar cag) tamed Baan WU nn pone Sinko simiaser. pai dog” dot Ping sing) oe poll cater ga of pea a ene of gout pay Spi nat ra) Co bata ean Gale) de wee pater on ex Ey Poll so sou oe nl ie veneers implant rl ere not (ten + wp) make Sil Pigeon Nog te a planed fete ane, yt Sl Pronunion wens ry we seek pte! row (bo pote) Treen ape (eMpoverment af public eat ot, pelle pl ‘ee A. Howmany syllables do the following words have? politically, polish, polka, poll, pollen B. Give pronunciations of the following words with the help of the pronunciation key given in your dictionary. emigrant, perilous, infuriated, knowledge, steadfast xu ‘+ Help students identify guide words, entry words, syllable divisions, abbreviations and word definition ina dictionary. + Explain howto identify pronunciation through pronunciation key.@) Unit 4: Hazrat Asma (“Jeai*) A. Read paragraph 3 of the unit and identify: Topic sentence | Supporting details |_| c. g) aes Read paragraph 4 of the unit and identify topic sentence, supporting details and concluding sentence of the paragraph. Answer the following questions. 1, What happened when Abu Jehl asked about Hazrat Abu Bakr Siddique (ceduins®) from Hazrat Asma(eBaiuiu) ? Why was Hazrat Abu Quhafaa (2+Juudy%) worried? How did Hazrat Asma (Jiu) console her grandfather? Who was Hazrat Abdullah bin Zubair (es Jed) ? ve wn Which incident in the story shows Hazrat Asma’s (es osae #) love and respect for the Rasoolullah 82 6. Which incident in the story shows the generosity of Hazrat Asma (iain) ? What message do you get from the life of Hazrat Asma(zanut)? 7. 8. “Her life would always be a beacon of light for all of us.” How? Help students analyze passage in the text to identify the theme, key idea and supporting details Tell them supporting details are the phrases or sentences that support the main idea through definition, examples, facts and quotations.Unit 4: Hazrat Asma (Wis.in*) G9) Cataphoric Reference An expression that refers to a later expression in the discourse is called a cataphoricreference. Example: The Rasoolullah Topic sentence expresses the main idea of the paragraph and is usually the first sentence ofit > Supporting details are sentences that provide explanation and support to the] topic sentence (main idea) > Concluding sentence is sentence that provides conclusion or gives a gist of the] paragraph. © Theessentials of a good paragraph construction are: a) unity b) a good topical sentence ¢) logical sequence of thought d) variety e)aprecise sum up. ‘© Help students proofread their own and peer’s writing for errors mentioned in the| checklist ‘This practice of proofreading and editing may be carried out for wr throughout the book. ing activities| is givenatthe end of the book.er eres) A. Useful phrases for greetings @) introduce myself lam. Nice meeting you. Glad to meet you. It's a pleasure meeting you. Informal/ Formal/business_| To begin formal | When meeting friendly " " someone greetings conversation greetings after a time Hello! Good morning! How do you do? | Good to see Hil Good afternoon! |Howare you? _—_| you again. Good evening! Introducing |When meeting for_| Response: It's been a long yourself: the first tim Very well! time Iwould like to [Pleased to meet you. | Response: Fine, thank you. B. A new student has joined your class. Use the phrases from above and greet your new friend both formally and informally. Also, introduce yourself and ask for his/her introduction. g mace + Help students use appropriate social and academic conventions for effective oral communication with individuals and in groups, in both informal and formal settings.‘A. Answer the following questions. 1 enNaneaw rE La What happened when Abu Jehl asked about Hazrat Abu Bakr Siddique (Sidi) from Hazrat Asma(uisdnt) 2 Which incident in the story shows the generosity of Hazrat Asma (usin) ? What message do you get from the life of Hazrat Asma (#sun.#)? What was the first revelation? What is the most important function that media performs? What happens when media is allowed to play its role unchecked? For which ability were the Arabs famous? What are the qualities of a patriot? A. Choose the correct meanings of the underlined words. 1 It was so delicate a situation. a. difficult b. easy c. sensitive d. fragile She remained steadfast and did not reveal the secret. a. firm and resolute b. patient c. ready to face d. prepared for the worst ‘vindictive’ means: a. dedicate b. revengeful . experiment d. textww I: Unit 1-4 @) 4, astonish means: a.make b. mix c, separate 4d. surprise 5. The students are all geared up. a.ready b. silent c. motivated d. keen 6. Their eloquence and memory found expression in theirpoetry. a. weak b. strong healthy d. fluency 7. devotion means: a. loyalty b. glamorous c. easy to know d. difficult to know A. Choose the correct options. 1. ‘valour’ is a/an a. material noun b. countable noun c. abstract noun d. uncountable noun 2. Some are born great. The underlined word is a/an a. possessive pronoun b. indefinite pronoun . reflexive pronoun d. personal pronoun 3. My mother will be if | get home late, a. anxiety b. anxious anxieties d. anxiously4, Sagib is leaving Friday at noon, aon b. at b. by d. from 5. Weare studying English. aa b.an the d. none of these 6. ‘How cold the night is!’ This is a/an, sentence, a. assertive b. interrogative c. exclamatory d. imperative 7.1 you ride my bike if you like. a. had given b. give c. will give d. gives 8. You be punctual. a, ought to b, should c must d. would 9, The boy laughs loudly. The underlined word is a/an a. intransitive verb b. regular verb transitive verb d. irregular verb 10. Open the window. The passive voice of this sentence is a. The window be opened. b. Let the window open. c. Let the window be opened. d. Window let be opened. Review I: Unit 1-4Review I: U! A. Write a paragraph on any soci @) issue/topic. = Write a clear topicsentence. = Supporting details (examples, definition, comparison, clarification or explanation) to develop the main idea. ™ Use appropriate pronoun-antecedent relationship and transitional devices within the paragraph. = Order of arranging details, e.g. general to specific, sequential, etc. Write any expository composition showing comparison and contrast between things, events, situations, places, actions, ideas or problems. CRS Le RCSL A. Select and use appropriate expressions for various functions. = Askand respond to questions of academic and social nature. = Ask and express preferences, emotions, wishes, needs and requirements by giving reasons. ™ Express satisfaction/dissatisfaction, _approval/disapproval, and agreement/ disagreement (fully and partially) politely. = Express refusal politely. Seek and offera piece of advice.Daffodils William Wordsworth (1770-1850) ee as By the end of this unit students will: understand the poet's purpose and point of view construct the meaning of the poem through understanding the key theme identify the speakerin the poem interpret the imagery inthe poem paraphrase the poem summarize the poem following the summary skill, respond to the poem by giving a personal point of view relate the context of the speaker in the poem to real life situation illustrate the use of present and past participles Betis ‘= Whatis the picture about? = Have you ever seen daffodils? = Doyouknowwhere daffodils grow? g en ‘© Conduct pre-reading activity to arouse the students’ interestin the topic, ‘= Make them predict from the title and the illustration about the contents of the text.Unit 5: Daffodils &) Iwandered lonely asa cloud That floats on high o'er vales and hills, When allat once | sawa crowd, Ahost of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, How do you compare the They stretched in never-ending line daffodils with the stars? Along the margin of a bay: Ten thousand saw ata glance, Tossing their heads in sprightly dance. The waves beside them danced, but they Out-did the sparkling waves in glee; How does the poet feel in the Apoet could not but be gay, company of the daffodils? In such ajocund company! | gazed—and gazed—but little thought What wealth the show to me had brought: For oft, when on my couch Iie Invacant orin pensive mood, They flash upon thatinward eye Which is the bliss of solitude; And then my heart with pleasure fills, ‘And dances with the daffodils. g eae * While-reading activity may be conducted to interact with the text. More while-reading questions may be asked, + Recite the poem with proper stress and intonation and note how reading poetry is different from reading prose. + Explain the use of figurative language and literary techniques such as simile and personification + Tellthe students about the use of semicolon () and exclamation mark ()@) Unit 5: Daffodils William Wordsworth was born at Cockermouth in Cumberland-UK, on April 7th, 1770. His passion for Nature is well known. That is why he is referred to as the poet of nature Wordsworthisa true worshipper and ardent lover of nature. Itwas a creed for him. According to him, nature is a teacher and preacher. In this poem the poet has presented before us the healthy ennobling, purifying and enduring impact of nature on human beings. ‘Some of the famous poems by Wordsworth to be read and enjoyed are; To the Cuckoo, Lucy Grey, The World is too Much with Us, The Two April Mornings, itis a Beauteous Evening, Solitary Reaper We are Seven fmm We probably have some moments in our life that we replay in our memory images to which photographs or videos cannot do justice because they cannot capture our feelings. In this, poem, William Wordsworth captures both the images and feelings concerned with a special moment in his life. The poem is a tribute to nature and its manifestations in all its glory. It beautifully presents before us not only the attractive and exciting beauty of nature but also the purifying and enduring impact of iton human beings. =a3— — ——, fluttering moving in the ir, flying glee joy. happiness host inlarge number jocund happy ‘twinkle shine witha light that keeps changing from bright to faint, and from faint to bright pensive thoughtful solitude lonelinessUnit 5: Daffodils Form groupsand discuss the followi 19. ‘+ What have you understoodis the key theme of the poem. ‘+ Discuss various aspects of nature as described in the poem ‘+ Work in pairs to prepare a presentation on the topic of “Daffodils’. In your presentation, read Wordsworth's poem aloud to the class and explain your feelings. Guidelines to prepare presentation Content * provide adequate background of the topic + explore topicin sufficient depth * appropriate conclusion Presentation introduction of the topic briefly and clearly supporting facts and examples Organization + state objectives well * cover majorareas of the topic * organize presentation in a proper sequence + managetime well speak with confidence (and alertness) proper use of audio/visual aids use body language conduct question/answer session A. Answer the following questions. What is the central idea of the poem? . What do the daffodils represent in the poem? 1 2, 3. 4 5, g en . What “wealth” do memories of the scene give to the poet? List the words that heighten the sound effect in the poem. . How has the poet heightened the impact of the poem by using the figurative language? guidelines given above. Help students create and deliver class presentation on the topic by following the|Daffodils @) Figures of Speech si A simile is a figure of speech in which like or as is used to make a comparison between two ideas that are basically dissimilar Examples: a. Her eyestwinkled like stars. _b. Shewasas busyasa bee. Metaphor Ifwe write a comparison between two things and omit the word ‘like’ then we are using a metaphor. Examples: a. Heprovedalioninthe fight. b. — Hisheartisred, red rose Personification Itis a figurative language technique where an object or idea is given human characteristics or qualities. Examples: a. Thecandle flame danced in the dark b. The sunflowers nedded in the wind. Imagery Imagery is the construction of details used to create mental images in the mind of the reader through the visual sense as well as the senses of touch, smell, taste and sound. Examples of imagery: visual — hugetreesin the thick and dark forest auditory — _therustling ofleaves smell — _ scentofapples taste - sweet and juicy oranges touch — rugged and rough path A. In “Daffodils” similes are used in stanzas 1 and 2. Can you tell what two things are compared in each of these stanzas? B. Pick out one example of personification from the poem. ‘= Help students analyze how a poet uses language to appeal to the senses through the Use of figurative language including similes, metaphors andimagery. ‘= Help them recognize literary techniques such as personification,